Post on 27-Jan-2022
International Journal of Education Humanities and Social Science
ISSN: 2582-0745 Vol. 4, No. 01; 2021
http://ijehss.com/ Page 266
ADOPTION OF SELF-MONITORING-LEARNING STRATEGIES FOR SKILL
ACQUISITION AMONG FINANCIAL ACCOUNTING STUDENTS IN COLLEGES OF
EDUCATION IN SOUTH-EAST NIGERIA
Okoli, Constance.I.PhD Ozoegwu and Ifeoma Stella
Department of Technology and Vocational Education ,NnamdiAzikiwe University, Awka
ABSTRACT
The study determined the perception of accounting students on the adoption of self-monitoring
learning strategies for enhanced academic performance in South East Nigeria. The design of the
study was descriptive survey research design. 520 (178 males and 342 female) 2017/2018 final
year accounting students constituted the population of the study. A sample size of 226 (77 males
and 149 female) was drawn for the study using Taro Yamane formula. One research question
guided the study and one null hypothesis was tested at 0.05 level of significance. An 11-item
validated questionnaire was used for data collection. Cronbach alpha method was used to
establish the internal consistency of the instrument. Mean score was used to answer the research
question while the t-test statistic was used to test the null hypothesis. The analysis was carried
out using statistical package for social sciences (SPSS) version 23.0. Findings revealed that
students agree they adopt four out of the 11 listed self-monitoring strategies for enhancing their
academic performance in financial accounting. Gender did not significantly influence
respondents’ mean ratings of the self-monitoring strategies they adopt for enhanced academic
performance in financial accounting. Based on the findings, the researcher recommended among
others that accounting educators should teach and impart on their students the skills required for
self-monitoring learning, also encourage them to adopt the self-monitoring learning strategies for
enhanced learning and better academic performance in financial accounting.
Key Words: Self-monitoring Strategy, adoption, financial accounting andSkill acquisition.
1. INTRODUCTION
Education is regarded as a veritable tool for manpower development, economic growth and
technological enhancement of any nation. In Nigeria, education is regarded as an instrument par
excellence for achieving national development (Federal Republic of Nigeria (FRN), 2013). One
of the national objectives of education is the inculcation of the right type of values and attitudes
for the survival of the individual and Nigerian (FRN, 2013). The Nigerian educational system is
divided into primary, secondary and tertiary education levels. Tertiary education level includes
colleges of education, polytechnics and university.
College of education, according to the Nigerian Academy of Management Administration
(2014), is an educational programme created to prepare individuals to be leaders and
practitioners in education and related human service fields. This is by expanding and deepening
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understanding of education as a fundamental human endeavour in helping society define and
respond to its educational responsibilities and challenges. College of education prepares the
individual for a career in teaching, employment in industries, civil service and business
establishment as well as self-employment (Abanyam, 2014).Programmes instituted in colleges of
education include business education that offers courses in accounting among others.
Accounting is the process of identifying, measuring and communicating economic
information to stakeholders for objective decision making (American Accounting Association
(AAA), 2010). The main aim of teaching accounting in colleges of education is to prepare
students who will graduate in accounting and be in position to carry out the duties and
responsibilities of accountants in government and private establishments. Accounting courses
such as BED 111 - Principles of Accounting, BED 211 - Financial Accounting, BEA 311 -
Advanced Financial Accounting and BEA 321 - Cost Accounting are offered. These accounting
courses in addition to others offered helps students to acquireevaluative and quantitative skills,
analytical, leadership and human relations skills needed for proper stewardship. These courses
lead to the award of Nigerian Certificate in Education (NCE) in accounting on completion of the
programme (Nigerian Commission for Colleges of Education NCCE Minimum Standards,
2012).Skills acquisition in accounting encompass the abilities, capabilities, aptitude and
expertise, acquired through deliberate, systematic and sustained training, and necessary to
adaptively perform accounting job functions effectively (Okoli &Ibeh, 2017). It is therefore
expected that the products of NCE business education programme, especially those who majored
in accounting will perform competently as accounting teachers and as accounting officers when
employed.
Financial accounting is one of the accounting courses taught in business education
programme. Financial accounting is defined by Annand (2015) as the field of study concerned
with the summary, analysis and reporting of financial transactions to external users for decision
making purposes. Topics covered in financial accounting courses from NCE I to NCE III classes
include: evolution of bookkeeping, importance of bookkeeping, distinction between bookkeeping
and accounts, subsidiary books and methods of keeping them, the ledger and its classifications,
records in the ledger/principles of double entry, balancing of accounts and extraction of trial
balance. Others are, the cash book that comprises simple, double and three column entries petty
cash book and preparation of elementary final account as trading, profit and loss accounts,
balance sheet and year- end adjustments. To meet the objectives of teaching financial
accounting at any level of education,Oparaji and Nwaukwa (2019) noted that students need to
understand the course, perform well academically and acquire the needed skills for effective job
performances.However, financial accounting in tertiary institutions especially at colleges of
education has been plagued by high failure rates, graduates’ unemployment and poor
performances even when employed.
Igbinedion and Enijuni (2014) noted that NCE business education students in Nigeria
perform poorly in financial accounting courses. In support of this fact, Agboh (2015) reported
that many of the NCE students in the seven South East Colleges of Education perform poorly in
financial accounting. Eze (2014) observed that the NCE business education students’
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performance in financial accounting is poor when compared with their performance in other
business education courses especially within the first and second years of the three year Nigerian
Certificate in Education programme. Eze also noted that between 20 and 30 percent of the
students in each first year and second year financial accounting course failed financial
accounting in colleges of education in South East, Nigeria.
This poor performance of students in financial accounting is very worrisome as it affects
the quality of NCE business education graduates in Nigeria, worsens their employability status
and increase the current unemployment rate among youths. This poor academic performance
equally leads to poor skill acquisition among graduates in financial accounting. This could be
attributed to some factors in teaching and learning process with poorlearning strategy topping
most. De Zoysa, Chandrakumara and Rudkin emphasized that the learning strategies adopted by
most accounting students in learning accounting courses are the cause of high failure rates in the
course as they do not allow students to meet their diverse learning needs. The need for a new
learning strategies to reduce stress for both the teachers and students therefore becomes
imperative especially in financial accounting. Oparaji and Nwaukwa (2019) posited that adoption
of innovative learning strategies such as self-monitoring learning strategy could effectively assist
financial accounting students in improving academic performance and skill acquisition for
employability.
Self-monitoring strategies is a type of self-regulated learning strategies. Self-regulated
learning strategies refer to individuals’ self-generated thoughts, and actions that are
systematically designed to affect learning of knowledge and skills (Zimmerman, 2008). The
learning strategy is closely aligned with the constructivist perspective where learners are active
in their learning and construct meaning internally rather than passively receive knowledge from
external source. Self-regulated learning is critical for success in teaching and learning in
academic and skill acquisition. Self-monitoring is a process of having individual record data
regarding onesbehaviour for the purpose of changing its rate (Coleman & Webber, 2013). It
allows individuals to measure their behavioural outcome against a set standard. In order for
learners to self-monitor their progress, they must set their own learning goals, plan ahead,
independently motivate themselves to meet their goals, focus their attention on the task at hand,
and use learning strategies to facilitate their understanding of material (Zimmerman, 2008).
Effective students monitor their academic progress to obtain regular feedback on their
performance. Coleman and Webber (2013) stated that self-monitoring allows individuals to
measure their behavioural outcome against a set standard. Schempp, Webster, McCullick, Bush
and Mason (2007) revealed that self-monitoring strategy is used to evaluate performance to
identify and improve weaknesses. A broad range of studies have examined the use of self-
monitoring in student development in various academic institutions. Research indicates that both
students and teachers benefit from self-monitoring (Allinder, Bolling, Oats, & Gagnon, 2000).
Self-monitoring has been associated with superior performances of students hence the
importance of students adopting self-monitoring as a self-regulated learning strategies.
The adoption of self-monitoring strategies by students for enhanced academic
performance could be influenced by gender (Remali, Ghazali, Kamaruddin, &Kee, 2013).Ozan,
Gundogdu, Bay &Celkan, 2012 reported that gender effect can be a factor in determining the
adoption of self-regulated learning strategies. It could be possible that male students adopt self-
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regulated learning strategies more than their female counterparts in the learning process or vice
versa. Although studies in the international context show that self-monitoring strategy have been
effective in improving students’ academic achievement in most subjects including accounting
(Wiginton, 2013), there is limited research on its adoption by colleges of education students for
enhanced academic performance in financial accounting in South East Nigeria. This study
therefore ascertained students’ adoption of self-regulated learning strategies for enhancing their
academic performance in financial accounting in colleges of education in South East Nigeria.
Purpose of the Study
The purpose of this study was to determine the perception of students on their adoption of
self-monitoring self-regulated learning strategies for enhanced academic performance in
financial accounting in colleges of education in South East Nigeria. Specifically, the study
determined the perception of students on their adoption of:
Self-monitoring learning strategies for skill acquisition in financial accounting in colleges of
education in South-East, Nigeria.
Research Questions
What are the self-monitoring learning strategies adopted by students for enhanced academic
performance in financial accounting in colleges of education in South East Nigeria?
Hypothesis
One null hypothesis was tested at 0.05 level of significance:
There is no significant difference in the mean ratings of male and female students on the self-
monitoring learning strategies they adopt in enhanced academic performance in financial
accounting.
Review of Related Literatures
Self-monitoring is a concept introduced during the 1970s by Mark Snyder that shows
how much people monitor their self-presentations, expressive behaviour, and non-verbal
effective displays.Self-monitoring refers to a process of having individual record data regarding
their own behaviour for the purpose of changing its rate (Coleman & Webber, 2013). It allows
individuals to measure their behavioural outcome against a set standard. In addition, it is the
process of observing ones behaviour and evaluating it in relation to set goals.
Self-monitoring strategy focuses on the way people monitor their presentations of self on
a construct referring to individual differences to manage their behaviours and emotions
(Schempp, 2007). Schempp found that skilled students believed they had to learn more while less
skilled students believed they knew everything they needed to learning. This effort to identify
and improve strengths and weaknesses is a form of self-monitoring. A broad range of studies
have examined the use of self-monitoring in student development in various academic
institutions. Research indicates that students both benefit from self-monitoring (Allinder,
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Bolling, Oats, & Gagnon, 2000). Self-monitoring has been associated with superior
performances of students and relevant literature has also discussed the importance of
implementing self-monitoring in students (Schempp, McCullick, Bush, Webster & Mason
,2006;Roslan, Norlaila&Faizah, 2016).
Results of the study by Belford and Browder in Allinder et al. (2000) indicated that
adoption of self-monitoring strategy increase students’ outcome. The results further indicated
that self-monitoring strategy increases the accuracy of decisions made by the students, and
improved progress for students. The authors concluded that there was a functional relationship
between the adoption of self-monitoring strategy and improved students’ performance. Similarly,
to become strategic learners, students must assume ownership for their learning and achievement
outcomes (Kistner, Rakoczy& Otto, 2010). Teachers can encourage self-monitoring by having
students keep a record of the number of times they worked on particular learning tasks, the
strategies they used, and the amount of time they spent working. This practice allows students to
visualize their progress and make changes as needed.
Joseph and Eveleigh (2011) stated that self-monitoring is a low-intensity, secondary
prevention strategy designed to improve students’ self-management skills and to support their
academic, behavioural, and social development. It involves teaching students how to
independently observe and record whether they are engaging in appropriate behaviour at a
particular time. This flexible strategy according to Mooney, Ryan, Uhing, Reid and Epstein
(2005) can be used to increase the occurrence of desired behaviours or to decrease inappropriate
behaviours. Self-monitoring can be used in virtually any instructional setting as in general
education classrooms, cafeterias, and vocational programs to address a variety of student needs
in improving motivation and to promote greater independence. For example, self-monitoring
strategies can be used to help students maintain attention, complete an assignment, remain on the
task, solve problems, or track their own progress toward a goal. This strategy also can be used by
a particular student across multiple settings to help him or her develop self-determination skills
and greater autonomy. Sheffield and Waller (2010) pointed out that many students will be
successful academically, behaviourally, and socially if given the usual instruction and same time
supported to practice self-monitoring to promote greater independence in their learning. A
smaller proportion of students may require even more individualized and intensive tertiary
supports.
As a flexible strategy, self-monitoringcan be tailored to address the academic,
behavioural, and social deficits of students at the elementary, middle, or high school level. Lane,
Menzies, Bruhn and Crnobori (2011) noted that self-monitoring plans can be simple to create
and usually require no additional financial cost. Students must be able to recognize the
occurrence and need for the desired behavior or skill for the intervention to work most
effectively. Therefore, it may be necessary to first teach students to recognize and accurately
perform the target behaviour. Self-monitoring strategies can positively affect behaviour,
productivity and accuracy which may lead to improved academic performance and skill
acquisition. This intervention strategy may also result in students gaining the skills and
confidence to navigate learning responsibilities more independently and to transfer responsibility
for this learning from the teacher to the student.
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Unfortunately, Pedrosa, Cravino,Morgado and Barreira (2017) revealed that students are
not self-monitoring their learning progress so as to enhance their academic performance and skill
acquisition. Rada (2017) reported that self-monitoring strategy is one of the least self-regulated
learning strategies adopted by students in enhancing academic performance. Additionally, Lear,
Li and Prentice (2016)revealed that students do not have enough ability to direct their own
learning independently using self-regulated learning strategies. However, Zimmerman and
Schunk (2011) reported that all students are self-regulated learners to some degree, but not all
students are utilizing self-monitoring strategies to the same degree. Zimmerman (2008)
highlighted that students were often not taught to use effective self-regulated learning strategies
for learning or encouraged to reflect or self-monitor their work. Zimmerman pointed out that
only few students rely on feedback and fail to set goals and monitor their own learning which
contribute to their failure in courses offered. The situation with financial accounting students in
colleges of education in South East Nigeria is yet unknown, hence this study.
2.METHOD
This study was a descriptive survey research design. The study was carried out in South
East, Nigeria. The population of the study consisted of 520 accounting students in the seven
public colleges of education offering accounting education in south East Nigeria. The seven
public colleges of education are Federal College of Education Eha- Amufu, AlvanIkoku College
of Education,Federal College of Education Tech. Umunze, Federal College of Education Tech.
Asaba, Enugu State College of Education Tech. Enugu, Imo state College of Education
IhiteUboma, NwaforOrizu College of Education, Nsugbe.
A sample size of 226 (77 males and 148 female) 2017/2018 final year accounting
students was used for the study. The sample size was determined using the Taro Yamane formula
using proportionate random sampling technique. The instrument for data collection was a
structured questionnaire is titled “Questionnaire on Self-Regulated Learning Strategies for
Enhancing Academic Performance (QSLSEAP)”. The instrument is structured on a four-point
rating scale of: Strongly Agreed (SA) = 4, Agreed (A) = 3, Disagreed (D) = 2, and Strongly
Disagreed (SD) = 1.
The face validity of the instrument was established using three experts in the field of
business education and measurement and evaluation in NnamdiAzikiwe University Awka. The
internal consistency (reliability) of the instrument was ascertained through trial test and data
collected were analyzed with Cronbach Alpha which yielded coefficient values of 0.92 was
obtained which was adjudged reliable. Data collected were analyzed using descriptive mean and
t-test. A null hypothesis was rejected where the calculated P-value associated with the t-cal is
less than the stipulated 0.05 level of significance. Whereas the null hypothesis was not rejected
where the calculated P-value associated with the t-cal is greater than the stipulated 0.05 level of
significance.
3. RESULTS
Research Question
What are the self-monitoring learning strategies adopted by students for enhanced academic
performance in financial accounting in colleges of education in South East Nigeria?
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Table 1 .Mean ratings and standard deviation on adoption of self-monitoring learning
strategies for enhanced academic performance in financial accounting (N = 220)
S/N Self-Monitoring Learning Strategy �̅� SD Remark
1. I make sure that my learning progress is in relation to each
financial accounting learning activity 2.33 70 Disagree
2. I assuming responsibility for learning to enhance my
performance in financial accounting 1.98 .85 Disagree
3. I make necessary changes during the semester to ensure
that I do well in my financial accounting courses 2.40 .49 Disagree
4. I identify learning problems so as to solve them 2.71 .58 Agree
5. I reflect on my academic performances in financial
accounting to make needed adjustment 2.83 .57 Agree
6. I check my academic behaviours so as not to deviate from
the goals I have set for myself in financial accounting 2.18 .83 Disagree
7. I keep record of a number of hours spent on solving
financial accounting tasks 2.34 .84 Disagree
8. I reflect on what was learned from financial accounting
courses 2.50 .63 Agree
9. I check my academic progress to achieve set goals 2.38 .69 Disagree
10. I clearly define appropriate learning behavior 2.42 .64 Disagree
11. I check my financial accounting assignments to ensure it
was done well before submission 2.70 .77 Agree
Table 1 reveals that the respondents agree on four items (19, 20, 23 and 26) out of the 11
items listed as the self-monitoring learning strategy they adopt for enhanced academic
performance in financial accounting. Their mean for the four items ranged from 2.50 to 2.83.
The respondents however disagree with the remaining seven items (16, 17, 18, 21, 22, 24 and 35)
as part of the self-monitoring learning strategies they adopt for enhanced academic performance
in financial accounting. Their mean ratings ranged from 1.90 and 2.42. The standard deviations
for all the items are within .49 to .84. This shows that there is homogeneity among responses.
Hypothesis
There is no significant difference in the mean ratings of male and female students in colleges of
education in South East Nigeria on their adoption of the self-monitoring learning strategies for
enhancing their academic performance in financial accounting.
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Table 2 .Summary of t-test analysis of mean ratings of respondents on their adoption of
self-monitoring learning strategies for enhanced academic performance in financial
accounting based on gender
Gender N �̅� SD df t-cal p-value Decision
Male 75 28.19 2.73
218 1.81 .09 Not Significant
Female 145 28.95 2.89
Table 2 shows the mean ratings of male students (�̅�= 28.19, SD = 2.73) and female students (�̅� =
28.95, SD = 2.89), t (218) = 1.81, P = .09. This means that there is no significant difference in
the mean ratings of male and female students in colleges of education in South East Nigeria on
their adoption of self-monitoring learning strategies for enhanced academic performance in
financial accounting. Therefore, the null hypothesis was not rejected.
4. DISCUSSION OF FINDINGS
Findings of the study disclosed that students in colleges of education in South East Nigeria agree
they adopt the following self-monitoring learning strategies for enhancing their academic
performance. They include: identifying learning problems so as to solve them, reflecting on my
academic performances in financial accounting to make needed adjustment, reflecting on what
was learned from financial accounting courses and checking their financial accounting
assignments to ensure it was done well before submission. They however disagreed that they
make sure that their learning progress is in relation to each financial accounting learning activity,
assume responsibility for learning to enhance performance in financial accounting, make
necessary changes during the semester to ensure that they do well in financial accounting
courses, check their academic behaviours so as not to deviate from the goals they have set in
financial accounting, keep record of a number of hours spent on solving financial accounting
tasks, check their academic progress to achieve set goals and clearly define appropriate learning
behaviour.
The finding of this study agreed with that of Pedrosa, Cravino, Morgado and Barreira
(2017) who revealed that students are not self-monitoring their learning progress so as to
enhance their academic performance and Rada (2017) who reported that self-monitoring strategy
is one of the least self-regulated learning strategies adopted by students in enhancing academic
performance. In agreement, Lear, Li and Prentice (2016) also revealed that students do not have
enough ability to direct their own learning independently using self-regulated learning
strategies.The findings also confirm Zimmerman and Schunk (2011) observation that all students
are self-regulated learners to some degree, but not all students are utilizing self-monitoring
strategies to the same degree.
The findings further revealed that gender did notsignificantly influence the respondents’
mean ratings on adoption of self-monitoring learning strategy for enhancing their academic
performance in financial accounting. This is at variance with the findings of Ozan, Gundogdu,
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Bay &Celkan, 2012;Remali, Ghazali, Kamaruddin, &Kee, 2013 whichreported gendereffect
ontheadoption of self-regulated learning strategies among learners.
5. CONCLUSION
Based on the findings one concludes that students in colleges of education in South east Nigeria
do not adopt most of the self-monitoring learning strategies for enhanced academic performance
in financial accounting. It could be that the students were notoften taught to use effective self-
regulated learning strategies or encouraged to self-monitor their work. This couldalso be a
contributing factor to the poor performance discovered amongthe NCE financial accounting
students in the southeast colleges of education in Nigeria.
Recommendations
Based on the findings of this study, the researchers recommend that:
1. Administrators of Colleges of Education should organize workshops, seminars and
conferences for accounting educators to enable them obtain and/or up- grade theteaching
skills necessary to promote self-monitoring learning strategies among their students.
2. Accounting educators should teach and impart on their students the skills required for
self-monitoring learning, also encourage them to adopt the self-monitoring learning
strategies for enhanced learning, better academic performance and skill acquisition in
financial accounting.
3. Federal and state governments should provide adequate fund to management of colleges
of education for provision of an enabling teaching and learning environment that will
promote self- monitoring learning strategies among the financial accounting students for
better academic performance and skill acquisition.
4. Heads of Department of Accounting education in colleges of education should source
fund beyond government allocations to provide the financial accounting students with
facilities necessary for their adoption of self- monitoring learning strategies for improved
academic performance and skill acquisition.
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